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Monday, November 16, 2009
Monday, November 9, 2009
FINAL EXAM STUDY GUIDE
FINAL EXAM TIME: NOVEMBER 23, 5-7:30pm
Dr. Schmoll/History 102/Final Exam Study Guide
I. Identifications—4 of 6 (40%)
Remember, each term requires a complete paragraph
defining the term with sufficient detail and explaining why the term is significant.
White Man’s Burden
October Revolution in Russia
Representation of the People Act of 1918
Willy and Nicky Correspondence
Bloody Alliances
Treaty of Versailles
SA
SS
Kristallnacht
Goebbels
Lebensraum
Neville Chamberlin
Winston Churchill
Battle of Britain
Operation Sealion
Guernica
NSDAP (National Socialism)
D-Day
Nuremburg Laws
Reinhard Heydrich
Lend-Lease Act
Marshall Plan
Berlin Airlift
II. Cumulative Essay: 1 of 2 (60%)
One of the following questions will appear on the exam. You will write a complete, detailed, and thorough essay answering the questions as fully as possible.
1. Considering the books and other documents we read in this course (for example, Candide, the Communist Manifesto, Forgotten Voices of the Great War, and Survival in Auschwitz), and the historical context surrounding those books, what are the most important historical factors that transformed Europe from 1750 to 1945?
2. How would you define a “great” leader? Is a great leader someone who is successful economically, is victorious in war, who creates a country full of happy people, someone who establishes a just legal system, or something else? Refer to at least four of the following leaders in your answer: Louis XIV, Napoleon, Bismarck, Wilhelm II, Nicholas II, Lenin, Stalin, Churchill, and/or Hitler.
3. Compare and contrast Absolutism and Totalitarianism. Give clear historical examples of the two systems. Is one of the two systems more destructive of humanity?
Dr. Schmoll/History 102/Final Exam Study Guide
I. Identifications—4 of 6 (40%)
Remember, each term requires a complete paragraph
defining the term with sufficient detail and explaining why the term is significant.
White Man’s Burden
October Revolution in Russia
Representation of the People Act of 1918
Willy and Nicky Correspondence
Bloody Alliances
Treaty of Versailles
SA
SS
Kristallnacht
Goebbels
Lebensraum
Neville Chamberlin
Winston Churchill
Battle of Britain
Operation Sealion
Guernica
NSDAP (National Socialism)
D-Day
Nuremburg Laws
Reinhard Heydrich
Lend-Lease Act
Marshall Plan
Berlin Airlift
II. Cumulative Essay: 1 of 2 (60%)
One of the following questions will appear on the exam. You will write a complete, detailed, and thorough essay answering the questions as fully as possible.
1. Considering the books and other documents we read in this course (for example, Candide, the Communist Manifesto, Forgotten Voices of the Great War, and Survival in Auschwitz), and the historical context surrounding those books, what are the most important historical factors that transformed Europe from 1750 to 1945?
2. How would you define a “great” leader? Is a great leader someone who is successful economically, is victorious in war, who creates a country full of happy people, someone who establishes a just legal system, or something else? Refer to at least four of the following leaders in your answer: Louis XIV, Napoleon, Bismarck, Wilhelm II, Nicholas II, Lenin, Stalin, Churchill, and/or Hitler.
3. Compare and contrast Absolutism and Totalitarianism. Give clear historical examples of the two systems. Is one of the two systems more destructive of humanity?
Wednesday, November 4, 2009
Fascism in Europe
“Whoever controls the past controls the future. Whoever controls the present controls the past.” Orwell
I. Benito Mussolini
--1922-1943
--statist: individual functions to serve the state
--1945:
II. Francisco Paulino Hermenegildo
Teodulo Franco y Bahamonde Salgado Pardo de Andrade
Civil War 1937-1939
Spain: 1939-1975
--Hitler’s army/air force
blitzkrieg
Guernica, Picasso
III. Hitler:
1933-Enabling Laws
--NSDAP
Reichstag
Nazi Goals:
1. Economic Recovery
--Keynesian economics
2. Rearmament
--1933-1 billion
--1939-30 billion
3. Lebensraum
--living room
IV. Hitler’s Foreign Policy
A. Anschluss
1938—Austria
Joseph Goebbels—99.7%
Minister of Propaganda
B. Czechoslovakia
--Sudetenland
C. Appeasement
P.M. Neville Chamberlin
1939 “C has ceased to exist”
D. Poland
Stalin: Non-Aggression Pact
V. War: GB and Frnce declare war
--sitzkrieg, Phony war
A. Fall of France
--May 10, 1940
--p.m. Winston Churchill
--six weeks to Paris
--Vichy Government
(collaborationist)
B. Battle of Britain
2 months of bombing
RAF
Operation Sea Lion
C. Invasion of Soviet Union
--1941, Moscow
--1943, Stalingrad
D. U.S. enters War
--$11 billion to Russia
--1944, June 6, D-Day
--2.2 million,
--400,000 trucks
1945—V-E Day
Eva Braun
Holocaust
If I know what you believe, can I predict how you’ll act?
Hitler’s race belief:
Mein Kampf, 1923
1. creators of culture
2. preservers of…
3. destroyers of …
I. Pre-1933 --theory
II. 1933-1935
--boycotts of businesses
--individual violence (SA)
--pr problem: 1936
III. 1935-1938
--Nuremberg Laws
1. “blood and honor”
2. Reich citizenship
--no Jewish citizenship
--new nationalism
--1938: seizure of assets
--“kristallnacht”
--racial hygiene:
lebensunwertes leben
--one grandparent
IV. 1941-1945:
1941 “final solution”
Reinhard Heydrich
--ghettoization
Dachau
--camps for killing
“resettlement”
--6-10 million
I. Benito Mussolini
--1922-1943
--statist: individual functions to serve the state
--1945:
II. Francisco Paulino Hermenegildo
Teodulo Franco y Bahamonde Salgado Pardo de Andrade
Civil War 1937-1939
Spain: 1939-1975
--Hitler’s army/air force
blitzkrieg
Guernica, Picasso
III. Hitler:
1933-Enabling Laws
--NSDAP
Reichstag
Nazi Goals:
1. Economic Recovery
--Keynesian economics
2. Rearmament
--1933-1 billion
--1939-30 billion
3. Lebensraum
--living room
IV. Hitler’s Foreign Policy
A. Anschluss
1938—Austria
Joseph Goebbels—99.7%
Minister of Propaganda
B. Czechoslovakia
--Sudetenland
C. Appeasement
P.M. Neville Chamberlin
1939 “C has ceased to exist”
D. Poland
Stalin: Non-Aggression Pact
V. War: GB and Frnce declare war
--sitzkrieg, Phony war
A. Fall of France
--May 10, 1940
--p.m. Winston Churchill
--six weeks to Paris
--Vichy Government
(collaborationist)
B. Battle of Britain
2 months of bombing
RAF
Operation Sea Lion
C. Invasion of Soviet Union
--1941, Moscow
--1943, Stalingrad
D. U.S. enters War
--$11 billion to Russia
--1944, June 6, D-Day
--2.2 million,
--400,000 trucks
1945—V-E Day
Eva Braun
Holocaust
If I know what you believe, can I predict how you’ll act?
Hitler’s race belief:
Mein Kampf, 1923
1. creators of culture
2. preservers of…
3. destroyers of …
I. Pre-1933 --theory
II. 1933-1935
--boycotts of businesses
--individual violence (SA)
--pr problem: 1936
III. 1935-1938
--Nuremberg Laws
1. “blood and honor”
2. Reich citizenship
--no Jewish citizenship
--new nationalism
--1938: seizure of assets
--“kristallnacht”
--racial hygiene:
lebensunwertes leben
--one grandparent
IV. 1941-1945:
1941 “final solution”
Reinhard Heydrich
--ghettoization
Dachau
--camps for killing
“resettlement”
--6-10 million
Post War World Chaos
Post War World Chaos
I. Russian Revolution:
A. Tsarist Failure
B. February Revolution
(Kerensky)
C. October Revolution
D. Rise of Stalin
O great Stalin, O leader of the peoples,
Thou who broughtest man to birth.
Thou who fructifies the earth,
Thou who restorest to centuries,
Thou who makest bloom the spring,
Thou who makest vibrate the musical chords...
Thou, splendour of my spring, O thou,
Sun reflected by millions of hearts.
(A. O. Avdienko)
II. Influenza
III. Worldwide Depression
I. Russian Revolution:
A. Tsarist Failure
B. February Revolution
(Kerensky)
C. October Revolution
D. Rise of Stalin
O great Stalin, O leader of the peoples,
Thou who broughtest man to birth.
Thou who fructifies the earth,
Thou who restorest to centuries,
Thou who makest bloom the spring,
Thou who makest vibrate the musical chords...
Thou, splendour of my spring, O thou,
Sun reflected by millions of hearts.
(A. O. Avdienko)
II. Influenza
III. Worldwide Depression
Modern History Sourcebook: Benito Mussolini: What is Fascism, 1932
Fascism, the more it considers and observes the future and the development of humanity quite apart from political considerations of the moment, believes neither in the possibility nor the utility of perpetual peace. It thus repudiates the doctrine of Pacifism -- born of a renunciation of the struggle and an act of cowardice in the face of sacrifice. War alone brings up to its highest tension all human energy and puts the stamp of nobility upon the peoples who have courage to meet it. All other trials are substitutes, which never really put men into the position where they have to make the great decision -- the alternative of life or death...The Fascist accepts life and loves it, knowing nothing of and despising suicide: he rather conceives of life as duty and struggle and conquest, but above all for others -- those who are at hand and those who are far distant, contemporaries, and those who will come after... ...Fascism [is] the complete opposite of…Marxian Socialism, the materialist conception of history of human civilization can be explained simply through the conflict of interests among the various social groups and by the change and development in the means and instruments of production.... Fascism, now and always, believes in holiness and in heroism; that is to say, in actions influenced by no economic motive, direct or indirect.
After Socialism, Fascism combats the whole complex system of democratic ideology, and repudiates it, whether in its theoretical premises or in its practical application. Fascism denies that the majority, by the simple fact that it is a majority, can direct human society; it denies that numbers alone can govern by means of a periodical consultation, and it affirms the immutable, beneficial, and fruitful inequality of mankind, which can never be permanently leveled through the mere operation of a mechanical process such as universal suffrage....
...Fascism denies, in democracy, the absur[d] conventional untruth of political equality dressed out in the garb of collective irresponsibility, and the myth of "happiness" and indefinite progress....
... if the nineteenth century was a century of individualism it may be expected that this will be the century of collectivism and hence the century of the State....
The foundation of Fascism is the conception of the State, its character, its duty, and its aim. Fascism conceives of the State as an absolute, in comparison with which all individuals or groups are relative, only to be conceived of in their relation to the State....The Fascist State organizes the nation, but leaves a sufficient margin of liberty to the individual; the latter is deprived of all useless and possibly harmful freedom, but retains what is essential; the deciding power in this question cannot be the individual, but the State alone....
...For Fascism, the growth of empire, that is to say the expansion of the nation, is an essential manifestation of vitality, and its opposite a sign of decadence. Peoples which are rising, or rising again after a period of decadence, are always imperialist; and renunciation is a sign of decay and of death. Fascism is the doctrine best adapted to represent the tendencies and the aspirations of a people, like the people of Italy, who are rising again after many centuries of abasement and foreign servitude. But empire demands discipline, the coordination of all forces and a deeply felt sense of duty and sacrifice: this fact explains many aspects of the practical working of the regime, the character of many forces in the State, and the necessarily severe measures which must be taken against those who would oppose this spontaneous and inevitable movement of Italy in the twentieth century, and would oppose it by recalling the outworn ideology of the nineteenth century - repudiated wheresoever there has been the courage to undertake great experiments of social and political transformation; for never before has the nation stood more in need of authority, of direction and order. If every age has its own characteristic doctrine, there are a thousand signs which point to Fascism as the characteristic doctrine of our time. For if a doctrine must be a living thing, this is proved by the fact that Fascism has created a living faith; and that this faith is very powerful in the minds of men is demonstrated by those who have suffered and died for it.
After Socialism, Fascism combats the whole complex system of democratic ideology, and repudiates it, whether in its theoretical premises or in its practical application. Fascism denies that the majority, by the simple fact that it is a majority, can direct human society; it denies that numbers alone can govern by means of a periodical consultation, and it affirms the immutable, beneficial, and fruitful inequality of mankind, which can never be permanently leveled through the mere operation of a mechanical process such as universal suffrage....
...Fascism denies, in democracy, the absur[d] conventional untruth of political equality dressed out in the garb of collective irresponsibility, and the myth of "happiness" and indefinite progress....
... if the nineteenth century was a century of individualism it may be expected that this will be the century of collectivism and hence the century of the State....
The foundation of Fascism is the conception of the State, its character, its duty, and its aim. Fascism conceives of the State as an absolute, in comparison with which all individuals or groups are relative, only to be conceived of in their relation to the State....The Fascist State organizes the nation, but leaves a sufficient margin of liberty to the individual; the latter is deprived of all useless and possibly harmful freedom, but retains what is essential; the deciding power in this question cannot be the individual, but the State alone....
...For Fascism, the growth of empire, that is to say the expansion of the nation, is an essential manifestation of vitality, and its opposite a sign of decadence. Peoples which are rising, or rising again after a period of decadence, are always imperialist; and renunciation is a sign of decay and of death. Fascism is the doctrine best adapted to represent the tendencies and the aspirations of a people, like the people of Italy, who are rising again after many centuries of abasement and foreign servitude. But empire demands discipline, the coordination of all forces and a deeply felt sense of duty and sacrifice: this fact explains many aspects of the practical working of the regime, the character of many forces in the State, and the necessarily severe measures which must be taken against those who would oppose this spontaneous and inevitable movement of Italy in the twentieth century, and would oppose it by recalling the outworn ideology of the nineteenth century - repudiated wheresoever there has been the courage to undertake great experiments of social and political transformation; for never before has the nation stood more in need of authority, of direction and order. If every age has its own characteristic doctrine, there are a thousand signs which point to Fascism as the characteristic doctrine of our time. For if a doctrine must be a living thing, this is proved by the fact that Fascism has created a living faith; and that this faith is very powerful in the minds of men is demonstrated by those who have suffered and died for it.
Monday, November 2, 2009
Primo Levi Essay Assignment
Reading Due: 11/13 Essay Due: 11/18
WARNING!!! This is not intended to be a re-telling of the book. I have read it many times, so instead of describing “what” happened, analyze the meaning of what happened.
In a well crafted 3 page essay (typed, double-spaced) you must answer one of the following questions. For each question, you may want to consult some sources other than Levi and class notes. You should feel free to read scholarly journals, other books, magazines, or even movie interpretations of this time period.
1. Look at other experiences of the Holocaust. Considering these other experience, is Levi’s account typical?
http://www.holocaustsurvivors.org/survivors.php
http://www.adl.org/children_holocaust/children_main1.asp
http://www.tellingstories.org/
2. Is Survival in Auschwitz an optimistic or pessimistic book?
3. Look at other experiences of genocide in the 20th century. What are the common elements that define genocide?
http://www.historyplace.com/worldhistory/genocide/index.html http://www.unitedhumanrights.org/Genocide/genocide_massacre.htm
http://www.pbs.org/wgbh/pages/frontline/shows/rwanda/reports/dsetexhe.html
http://www.turkishweekly.net/news/64283/first-genocide-of-the-20th-century-herero-and-nama-genocide.html
4. Watch at least three films on the Holocaust and discuss which issues have been most important in the film interpretation of this time period. After reading Levi, how do you feel that Levi would respond to such film depictions of something like the Holocaust? (Europa, Europa, Life is Beautiful, Schindler’s List, The Pianist)
5. Why study the holocaust? Use Levi as a central source for this question.
(beware, warning, take cover, ahhh)
6. Holocaust survivor and renowned psychologist Victor Frankl said, "We who lived in the concentration camps can remember the men who walked through the huts comforting others, giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything can be taken from a man or woman but one thing: the last of human freedoms to choose one's attitude in any given set of circumstances, to choose one's way."
Considering the experiences of Primo Levi, evaluate the validity of Frankl's statement. Would Levi agree or disagree that certain shreds of human dignity might remain even in something like the Holocaust?
7. CREATIVE OUTLET: Choose one of the non-Jewish Germans in Survival in Auschwitz and imagine a post-war conversation between that person and Levi. Your entire essay for this option will be the text of that conversation.
TURNITIN.COM
A paper copy of your paper is due at the beginning of class.
An electronic copy of your essay is due at turnitin by midnight on the due date.
You do not need to print out anything at all from turnitin.
Remember, whatever outside sources you use MUST BE CORRECTLY
ATTRIBUTED in your essay. You may use any citation format.
Also, remember, there are many Levi essays on the web and floating around campus. Don’t be lured in by such stupidity. If nothing else, be original.BEWARE!!!!! This option is dangerous!!!
WARNING!!! This is not intended to be a re-telling of the book. I have read it many times, so instead of describing “what” happened, analyze the meaning of what happened.
In a well crafted 3 page essay (typed, double-spaced) you must answer one of the following questions. For each question, you may want to consult some sources other than Levi and class notes. You should feel free to read scholarly journals, other books, magazines, or even movie interpretations of this time period.
1. Look at other experiences of the Holocaust. Considering these other experience, is Levi’s account typical?
http://www.holocaustsurvivors.org/survivors.php
http://www.adl.org/children_holocaust/children_main1.asp
http://www.tellingstories.org/
2. Is Survival in Auschwitz an optimistic or pessimistic book?
3. Look at other experiences of genocide in the 20th century. What are the common elements that define genocide?
http://www.historyplace.com/worldhistory/genocide/index.html http://www.unitedhumanrights.org/Genocide/genocide_massacre.htm
http://www.pbs.org/wgbh/pages/frontline/shows/rwanda/reports/dsetexhe.html
http://www.turkishweekly.net/news/64283/first-genocide-of-the-20th-century-herero-and-nama-genocide.html
4. Watch at least three films on the Holocaust and discuss which issues have been most important in the film interpretation of this time period. After reading Levi, how do you feel that Levi would respond to such film depictions of something like the Holocaust? (Europa, Europa, Life is Beautiful, Schindler’s List, The Pianist)
5. Why study the holocaust? Use Levi as a central source for this question.
(beware, warning, take cover, ahhh)
6. Holocaust survivor and renowned psychologist Victor Frankl said, "We who lived in the concentration camps can remember the men who walked through the huts comforting others, giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything can be taken from a man or woman but one thing: the last of human freedoms to choose one's attitude in any given set of circumstances, to choose one's way."
Considering the experiences of Primo Levi, evaluate the validity of Frankl's statement. Would Levi agree or disagree that certain shreds of human dignity might remain even in something like the Holocaust?
7. CREATIVE OUTLET: Choose one of the non-Jewish Germans in Survival in Auschwitz and imagine a post-war conversation between that person and Levi. Your entire essay for this option will be the text of that conversation.
TURNITIN.COM
A paper copy of your paper is due at the beginning of class.
An electronic copy of your essay is due at turnitin by midnight on the due date.
You do not need to print out anything at all from turnitin.
Remember, whatever outside sources you use MUST BE CORRECTLY
ATTRIBUTED in your essay. You may use any citation format.
Also, remember, there are many Levi essays on the web and floating around campus. Don’t be lured in by such stupidity. If nothing else, be original.BEWARE!!!!! This option is dangerous!!!
Wednesday, October 28, 2009
THE GREAT WAR
8.6 million combatants killed
6.5 million civilians killed
37 million casualties
11% France (casualty rate=killed or wounded)
9% Germany
8% Great Britain
One Example:
The Battle of the Somme:
July 1, 1916 to November 16, 1916
--tens of thousands of Brits go “over the top.”
--20,000 die on the first day
--420,000 British soldiers killed or wounded
--200,000 French soldiers killed or wounded
--450,000 German soldiers killed or wounded
THE LECTURE OUTLINE
The Great War
I. Origins of War:
A. Nationalist Conflict
B. The Alliance System
C. Assassination
D. Mobilization
E. Romantic Nationalism
II. Outbreak of War
A. Western Front
B. Eastern Front
C. The First Modern War:
1. Gallipoli
2. Genocide
3. Total War
III. Ending the War:
A. The War at Sea (and how it backfired)
B. Enter the U.S.
C. Germany’s 1918 Offensive
D. Treaty of Versailles:
IV. Conclusion:
What does it all mean?
Woodrow Wilson
“National self-determination”
Prime Minister Georges Clemenceau
“We must now win the peace, and
that will be more difficult.”
David Lloyd George:
“Hang the Kaiser”
6.5 million civilians killed
37 million casualties
11% France (casualty rate=killed or wounded)
9% Germany
8% Great Britain
One Example:
The Battle of the Somme:
July 1, 1916 to November 16, 1916
--tens of thousands of Brits go “over the top.”
--20,000 die on the first day
--420,000 British soldiers killed or wounded
--200,000 French soldiers killed or wounded
--450,000 German soldiers killed or wounded
THE LECTURE OUTLINE
The Great War
I. Origins of War:
A. Nationalist Conflict
B. The Alliance System
C. Assassination
D. Mobilization
E. Romantic Nationalism
II. Outbreak of War
A. Western Front
B. Eastern Front
C. The First Modern War:
1. Gallipoli
2. Genocide
3. Total War
III. Ending the War:
A. The War at Sea (and how it backfired)
B. Enter the U.S.
C. Germany’s 1918 Offensive
D. Treaty of Versailles:
IV. Conclusion:
What does it all mean?
Woodrow Wilson
“National self-determination”
Prime Minister Georges Clemenceau
“We must now win the peace, and
that will be more difficult.”
David Lloyd George:
“Hang the Kaiser”
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